| Year |
Citation |
Score |
| 2023 |
Butera F, Dompnier B, Darnon C. Achievement Goals: A Social Influence Cycle. Annual Review of Psychology. PMID 37758239 DOI: 10.1146/annurev-psych-013123-102139 |
0.758 |
|
| 2022 |
Batruch A, Jetten J, Van de Werfhorst H, Darnon C, Butera F. Belief in School Meritocracy and the Legitimization of Social and Income Inequality. Social Psychological and Personality Science. 14: 621-635. PMID 37223669 DOI: 10.1177/19485506221111017 |
0.809 |
|
| 2022 |
Aelenei C, Jury M, Darnon C, Sicard A, Maggio S, Martinot D. Self-enhancement values and academic achievement: An interaction with students' parental level of education and gender? The British Journal of Educational Psychology. PMID 36509418 DOI: 10.1111/bjep.12571 |
0.815 |
|
| 2021 |
Goudeau S, Sanrey C, Stanczak A, Manstead A, Darnon C. Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap. Nature Human Behaviour. 5: 1273-1281. PMID 34580440 DOI: 10.1038/s41562-021-01212-7 |
0.311 |
|
| 2021 |
Mella N, Pansu P, Batruch A, Bressan M, Bressoux P, Brown G, Butera F, Cherbonnier A, Darnon C, Demolliens M, De Place AL, Huguet P, Jamet E, Martinez R, Mazenod V, et al. Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment? Frontiers in Psychology. 12: 640661. PMID 34557125 DOI: 10.3389/fpsyg.2021.640661 |
0.786 |
|
| 2021 |
Sicard A, Redersdorff S, Darnon C, Martinot D. Dealing with a Crisis: Does Covid-19 Promote Traditional Gender Roles? Psychologica Belgica. 61: 212-223. PMID 34394948 DOI: 10.5334/pb.1032 |
0.663 |
|
| 2021 |
Smeding A, Dompnier B, Meier E, Darnon C, Butera F. A multilevel account of social value-related reasons behind mastery goals. The British Journal of Educational Psychology. e12453. PMID 34355800 DOI: 10.1111/bjep.12453 |
0.78 |
|
| 2019 |
Bruno A, Toczek-Capelle MC, Darnon C. Facing the risk of upward mobility: Performance-avoidance goals and social class among high-school students. The Journal of Social Psychology. 1-13. PMID 31640486 DOI: 10.1080/00224545.2019.1681353 |
0.506 |
|
| 2019 |
Aelenei C, Martinot D, Sicard A, Darnon C. When an academic culture based on self-enhancement values undermines female students' sense of belonging, self-efficacy, and academic choices. The Journal of Social Psychology. 1-17. PMID 31600124 DOI: 10.1080/00224545.2019.1675576 |
0.721 |
|
| 2019 |
Jury M, Aelenei C, Chen C, Darnon C, Elliot AJ. Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging Group Processes & Intergroup Relations. 22: 356-370. DOI: 10.1177/1368430219827361 |
0.792 |
|
| 2019 |
Butera F, Sommet N, Darnon C. Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas Current Directions in Psychological Science. 28: 145-151. DOI: 10.1177/0963721418813986 |
0.794 |
|
| 2019 |
Jury M, Quiamzade A, Darnon C, Mugny G. Higher and lower status individuals’ performance goals: The role of hierarchy stability. Motivation Science. 5: 52-65. DOI: 10.1037/Mot0000105 |
0.769 |
|
| 2019 |
Crouzevialle M, Darnon C. On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. Journal of Educational Psychology. 111: 1261-1272. DOI: 10.1037/Edu0000349 |
0.835 |
|
| 2019 |
Bruno A, Jury M, Toczek-Capelle M, Darnon C. Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class Social Psychology of Education. 22: 539-555. DOI: 10.1007/S11218-019-09480-Y |
0.814 |
|
| 2018 |
Jury M, Bruno A, Darnon C. Doing better (or worse) than one's parents: Social status, mobility, and performance-avoidance goals. The British Journal of Educational Psychology. PMID 29322495 DOI: 10.1111/Bjep.12210 |
0.822 |
|
| 2017 |
Darnon C, Wiederkehr V, Dompnier B, Martinot D. 'Where there is a will, there is a way': Belief in school meritocracy and the social-class achievement gap. The British Journal of Social Psychology. PMID 28892168 DOI: 10.1111/Bjso.12214 |
0.788 |
|
| 2017 |
Jury M, Smeding A, Stephens NM, Nelson JE, Aelenei C, Darnon C. The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality Journal of Social Issues. 73: 23-41. DOI: 10.1111/Josi.12202 |
0.814 |
|
| 2017 |
Smeding A, Dompnier B, Darnon C. Individual differences in perceived social desirability of openness to experience: A new framework for social desirability responding in personality research Personality and Individual Differences. 113: 155-160. DOI: 10.1016/J.Paid.2017.03.028 |
0.403 |
|
| 2017 |
Darnon C, Jury M, Aelenei C. Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade European Journal of Psychology of Education. 33: 713-726. DOI: 10.1007/S10212-017-0351-Z |
0.819 |
|
| 2017 |
Darnon C, Smeding A, Redersdorff S. Belief in school meritocracy as an ideological barrier to the promotion of equality European Journal of Social Psychology. 48: 523-534. DOI: 10.1002/Ejsp.2347 |
0.395 |
|
| 2016 |
Aelenei C, Darnon C, Martinot D. When School and Family Convey Different Cultural Messages: The Experience of Turkish Minority Group Members in France. Psychologica Belgica. 56: 111-117. PMID 30479432 DOI: 10.5334/Pb.283 |
0.714 |
|
| 2016 |
Aelenei C, Darnon C, Martinot D. Boys, Girls and the School Cultural Environment: Teachers' Judgment and Students' Values. The Journal of Social Psychology. PMID 27736441 DOI: 10.1080/00224545.2016.1243514 |
0.744 |
|
| 2016 |
Cohen J, Darnon C, Mollaret P. Distinguishing the Desire to Learn from the Desire to Perform: the Social Value of Achievement Goals. The Journal of Social Psychology. PMID 26881386 DOI: 10.1080/00224545.2016.1152216 |
0.509 |
|
| 2016 |
Jury M, Darnon C, Dompnier B, Butera F. The social utility of performance-approach goals in a selective educational environment Social Psychology of Education. 20: 215-235. DOI: 10.1007/S11218-016-9354-X |
0.817 |
|
| 2015 |
Wiederkehr V, Bonnot V, Krauth-Gruber S, Darnon C. Belief in school meritocracy as a system-justifying tool for low status students. Frontiers in Psychology. 6: 1053. PMID 26283991 DOI: 10.3389/Fpsyg.2015.01053 |
0.805 |
|
| 2015 |
Jury M, Smeding A, Darnon C. First-generation students' underperformance at university: the impact of the function of selection. Frontiers in Psychology. 6: 710. PMID 26074854 DOI: 10.3389/fpsyg.2015.00710 |
0.787 |
|
| 2015 |
Buchs C, Wiederkehr V, Filippou D, Sommet N, Darnon C. Structured cooperative learning as a means for improving average achievers' mathematical learning in fractions Inovacije U Nastavi. 28: 15-35. DOI: 10.5937/INOVACIJE1503015B |
0.739 |
|
| 2015 |
Dompnier B, Darnon C, Meier E, Brandner C, Smeding A, Butera F. Improving Low Achievers’ Academic Performance at University by Changing the Social Value of Mastery Goals American Educational Research Journal. 52: 720-749. DOI: 10.3102/0002831215585137 |
0.789 |
|
| 2015 |
Sommet N, Darnon C, Butera F. To confirm or to conform? Performance goals as a regulator of conflict with more-competent others. Journal of Educational Psychology. 107: 580-598. DOI: 10.1037/A0037240 |
0.818 |
|
| 2015 |
Smeding A, Darnon C, Van Yperen NW. Why do high working memory individuals choke? An examination of choking under pressure effects in math from a self-improvement perspective Learning and Individual Differences. 37: 176-182. DOI: 10.1016/J.Lindif.2014.11.005 |
0.352 |
|
| 2015 |
Jury M, Smeding A, Court M, Darnon C. When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals Contemporary Educational Psychology. 41: 25-36. DOI: 10.1016/J.Cedpsych.2014.11.001 |
0.829 |
|
| 2015 |
Wiederkehr V, Darnon C, Chazal S, Guimond S, Martinot D. From social class to self-efficacy: internalization of low social status pupils’ school performance Social Psychology of Education. 18: 769-784. DOI: 10.1007/S11218-015-9308-8 |
0.803 |
|
| 2014 |
Souchal C, Toczek MC, Darnon C, Smeding A, Butera F, Martinot D. Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class. The British Journal of Educational Psychology. 84: 125-36. PMID 24547757 DOI: 10.1111/Bjep.12012 |
0.785 |
|
| 2014 |
Sommet N, Darnon C, Mugny G, Quiamzade A, Pulfrey C, Dompnier B, Butera F. Performance goals in conflictual social interactions: towards the distinction between two modes of relational conflict regulation. The British Journal of Social Psychology / the British Psychological Society. 53: 134-53. PMID 23106097 DOI: 10.1111/Bjso.12015 |
0.787 |
|
| 2014 |
Smeding A, Dompnier B, Meier E, Darnon C, Baumberger B, Butera F. The motivation to learn as a self-presentation tool among Swiss high school students: The moderating role of mastery goals' perceived social value on learning Learning and Individual Differences. 43: 204-210. DOI: 10.1016/J.Lindif.2015.08.036 |
0.805 |
|
| 2013 |
Smeding A, Darnon C, Souchal C, Toczek-Capelle MC, Butera F. Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment. Plos One. 8: e71678. PMID 23951219 DOI: 10.1371/Journal.Pone.0071678 |
0.784 |
|
| 2013 |
Dompnier B, Darnon C, Butera F. When performance-approach goals predict academic achievement and when they do not: a social value approach. The British Journal of Social Psychology / the British Psychological Society. 52: 587-96. PMID 23336439 DOI: 10.1111/Bjso.12025 |
0.793 |
|
| 2013 |
Poortvliet PM, Darnon C. Understanding Positive Attitudes toward Helping Peers: The Role of Mastery Goals and Academic Self-Efficacy Self and Identity. 13: 345-363. DOI: 10.1080/15298868.2013.832363 |
0.47 |
|
| 2013 |
Pulfrey C, Darnon C, Butera F. Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. Journal of Educational Psychology. 105: 39-57. DOI: 10.1037/A0029376 |
0.78 |
|
| 2012 |
Darnon C, Dompnier B, Marijn Poortvliet P. Achievement Goals in Educational Contexts: A Social Psychology Perspective Social and Personality Psychology Compass. 6: 760-771. DOI: 10.1111/J.1751-9004.2012.00457.X |
0.475 |
|
| 2012 |
Chazal S, Guimond S, Darnon C. Personal self and collective self: when academic choices depend on the context of social comparison Social Psychology of Education. 15: 449-463. DOI: 10.1007/S11218-012-9199-X |
0.454 |
|
| 2012 |
Darnon C, Buchs C, Desbar D. The jigsaw technique and self-efficacy of vocational training students: a practice report European Journal of Psychology of Education. 27: 439-449. DOI: 10.1007/S10212-011-0091-4 |
0.764 |
|
| 2010 |
Poortvliet PM, Darnon C. Toward a More Social Understanding of Achievement Goals Current Directions in Psychological Science. 19: 324-328. DOI: 10.1177/0963721410383246 |
0.452 |
|
| 2010 |
Darnon C, Dompnier B, Gilliéron O, Butera F. The Interplay of Mastery and Performance Goals in Social Comparison: A Multiple-Goal Perspective Journal of Educational Psychology. 102: 212-222. DOI: 10.1037/A0018161 |
0.795 |
|
| 2009 |
Dompnier B, Darnon C, Butera F. Faking the desire to learn: a clarification of the link between mastery goals and academic achievement. Psychological Science. 20: 939-43. PMID 19538435 DOI: 10.1111/J.1467-9280.2009.02384.X |
0.8 |
|
| 2009 |
Darnon C, Dompnier B, Delmas F, Pulfrey C, Butera F. Achievement goal promotion at university: social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology. 96: 119-34. PMID 19210069 DOI: 10.1037/A0012824 |
0.829 |
|
| 2009 |
Quiamzade A, Mugny G, Darnon C. The coordination of problem solving strategies: when low competence sources exert more influence on task processing than high competence sources. The British Journal of Social Psychology / the British Psychological Society. 48: 159-82. PMID 18534046 DOI: 10.1348/014466608X311721 |
0.77 |
|
| 2009 |
Darnon C, Butera F, Mugny G, Quiamzade A, Hulleman CS. "Too complex for me!" Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education. 24: 423-434. DOI: 10.1007/Bf03178759 |
0.804 |
|
| 2008 |
Buchs C, Darnon C, Quiamzade A, Mugny G, Butera F. Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage Revue Francaise De Psychanalyse. 163: 105-125. DOI: 10.4000/Rfp.1013 |
0.739 |
|
| 2007 |
Darnon C, Harackiewicz JM, Butera F, Mugny G, Quiamzade A. Performance-approach and performance-avoidance goals: when uncertainty makes a difference. Personality & Social Psychology Bulletin. 33: 813-27. PMID 17488870 DOI: 10.1177/0146167207301022 |
0.788 |
|
| 2007 |
Darnon C, Butera F. Learning or Succeeding? Conflict Regulation With Mastery or Performance Goals Swiss Journal of Psychology. 66: 145-152. DOI: 10.1024/1421-0185.66.3.145 |
0.774 |
|
| 2007 |
Darnon C, Butera F, Harackiewicz JM. Achievement goals in social interactions: Learning with Mastery vs. Performance goals Motivation and Emotion. 31: 61-70. DOI: 10.1007/S11031-006-9049-2 |
0.786 |
|
| 2007 |
Darnon C, Doll S, Butera F. Dealing with a disagreeing partner: Relational and epistemic conflict elaboration European Journal of Psychology of Education. 22: 227-242. DOI: 10.1007/Bf03173423 |
0.751 |
|
| 2006 |
Darnon C, Buchs C, Butera F. Buts de performance et de maîtrise et interactions sociales entre étudiants : la situation particulière du désaccord avec autrui Revue Francaise De Psychanalyse. 155: 35-44. DOI: 10.4000/Rfp.84 |
0.76 |
|
| 2006 |
Darnon C, Muller D, Schrager SM, Pannuzzo N, Butera F. Mastery and performance goals predict epistemic and relational conflict regulation Journal of Educational Psychology. 98: 766-776. DOI: 10.1037/0022-0663.98.4.766 |
0.807 |
|
| 2004 |
Buchs C, Butera F, Mugny G, Darnon C. Conflict Elaboration and Cognitive Outcomes Theory Into Practice. 43: 23-30. DOI: 10.1207/S15430421Tip4301_4 |
0.811 |
|
| 2002 |
Darnon C, Buchs C, Butera F. Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning Swiss Journal of Psychology. 61: 139-151. DOI: 10.1024//1421-0185.61.3.139 |
0.795 |
|
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